Waudby_LessonPlanSupplementaryDocuments

8/13/2019 Waudby_LessonPlanSupplementaryDocuments

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Concept Formation: Gender Equality

Directions:Read the following documents and decide if whether each one is an example

or nonexample of equality. Fill out the corresponding chart with summaries of

examples/non examples.

1. The New York State Legislatures Response to Womens Rights Petition, 1854

2. The 19th

Amendment, 1919

4. The 14th

Amendment, 1873

5. Excerpt from Betty Friedans publication,Feminine Mystique, 1963

6. Excerpt from Dr. Edward Clarkes publication, a retired professor at Harvard Medical

School, Sex in Education, or, a Fair Chance for Girls, 1870


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Definition Characteristics

Examples Non examples

Gender Equality


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Note Packet- Unit 6: Women and the Fight for Equality (Selected Pages

Corresponding to Lesson Plans)

Essential Questions:

Key Terms: Gender Equality: Human Rights: Pennsylvania v. Addicks: Seneca Fall Convention: Suffrage: Suffragette: Lucy Morrett: Elizabeth Cady Stanton: Declaration of Sentiments: Triangle Shirtwaist Factory Fire: 19

th

Amendment:

Rose the Riveter: The Servicemens Readjustment Act of 1944: Leave it to Beaver:


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The Equal Rights Amendment: Betty Friedan: Feminine Mystique: Feminism: The Second Sex:

Womens Roles During and After WWII

When the U.S. officially entered the war, what happened to the demand forproduction?

o What happened to the supply of labor when the military began drafting civilians?

o

In what ways were women involved in the war effort?ooo

How did World War II affect women? Consider new freedoms, earning wages,childcare and prejudice.

oooo

How did the Servicemens Readjustment Act of 1944 affect womens economicpower?

o


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o

After World War II, what was the status of women in society?o

The Role of Media in Society

What are the different types of media?ooooo

What techniques are used to influence the public?ooo

How did media portray women during the 18th

century?ooo

How did media portray women during the 19thcentury?oo

How did media portray women during the 20thcentury?oo


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How were different types of media used to advance the cause of WomensRights?

o

How were different types of media used to hinder the advancement of women insociety?

o


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Shifting Roles

Directions:Analyze the changing roles of women in society during World War II and

after World War II. Use evidence from the text, supplementary reading materials, media,

etc.

During World War II After World War II

Government

Media

Economy


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Historical Journals

Directions: For each studied time period, you will write a historical journal from theperspective of a woman living during that time period. You will write based on the daily

life of that woman. You should include the political, economic and social situations and

events that occurred during this time period. Text is required; pictures and other materialare optional.

Example Journal Format:

April 22nd

, 2013

Des Moines, Iowa

First Paragraph

Second Paragraph

Third Paragraph

Melissa Waudby (Signature)


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Project: The Influence of Media on the Womens Rights Movement

Directions: Working in groups of 2, create a presentation about media and its influence on the

Womens Rights Movement. Include 2or more examples from each of the following time periods:

1800-1850, 1851-1900, 1901-1950, and 1951-Present. For each time period analyze the messageeach piece of evidence is portraying and note the overall effect of media on womens status during

this time period. Compare and contrast all examples and indicate the shifts in womens role in

society. Use the following note organizer to outline information.

Time Period Evidence Effect

1800-1850

1851-1900

1901-1950

1951-Present


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Media Project Rubric

Category 4 3 2 1

Content-

Accuracy

All contentthroughout the

presentation isaccurate.There are no

factual errors.

Most of thecontent is

accurate butthere is onepiece of

information

that seemsinaccurate.

The content isgenerally

accurate, butone piece ofinformation is

clearly

inaccurate.

Contentconfusing or

contains morethan onefactual error.

Use of Primary

Documents

Use of 3 ormore primary

documents.

Use of 2-3primary

documents.

Use of 1primary

document.

No use ofprimary

documents.

Sequencing of

Information

Information is

organized in a

clear, logicalway.

Most

information is

organized in aclear, logicalway.

Some

information is

logicallysequenced.

There is no

clear plan for

theorganization ofinformation.

Effectiveness Project

included all

materialneeded to give

a good

understanding

of the effect ofmedia on

society. Theproject is

consistent withthe essential

question.

Project is

lacking one or

two keyelements.

Project is

consistent with

the essentialquestion most

of the time.

Project is

missing more

than two keyelements. It is

rarely

consistent with

the essentialquestion.

Project is

lacking several

key elementsand has

inaccuracies.

Project is

completelyinconsistent

with theessential

question.

Spelling and

Grammar

Presentation

has no

misspellings orgrammatical

errors.

Presentation

has 1-2


errors.

Presentation

has 2-4


errors.

Presentation

has 4 or more


errors.